| Stakeholder consultation relating to non-francophone students enrolled in minority French language schools in pei parents, teachers and school leaders 438.62 Kb. 5 | read |
| Security Community Nato in Crisis – Or Why the Transatlantic “Security Community” May Have Come to an End 132.92 Kb. 4 | read |
| Progression in writing and the Northern Ireland Levels for Writing a research review undertaken for ccea by David Wray and Jane Medwell University of Warwick March, 2006 Contents British primary classrooms in the mid 1990s were ‘fragmentary and discontinuous’ (Webster, Beveridge & Reed, 1996, 147), and that there was little evidence of progression in teaching or an awareness by teachers of appropriate developmental 264.99 Kb. 6 | read |
| Systems Analysis and Design: Should We Be Researching What We Teach? Submitted for publication to the Communications of the ais. Do not distribute without permission of authors 66.25 Kb. 1 | read |
| Cognitive Resilience Cognitive Performance and Resilience to Stress 1 Bandura, 2001; Kobasa, 1979; Lazarus, 1966; Lazarus, 1990; Lazarus & Folkman, 1984; Seligman, 1998; Seligman & Csikszentmihalyi, 2000 185.5 Kb. 2 | read |
| Dr. Grant Jacobs Actively follows developments in software development, bioinformatics and gene regulation 31.46 Kb. 1 | read |
| Draft, please do not redistribute This work is based on a comprehensive analysis of published academic and industrial literature spanning three decades, and on the experience of both ourselves and of many of our colleagues 376.68 Kb. 14 | read |
| Black mecca and black popular culture African American experience, both the objective issues being analyzed in the research literature and the subjective issues of how African Americans think about their experience 24.35 Kb. 1 | read |
| Review of the research evidence People have been looking for something to blame and video has been a soft target. All too often the allegation is completely without foundation. People have not examined the facts or read the evidence Review 374.98 Kb. 2 | read |